Author ORCID Identifier
Document Type
Dissertation
Date of Award
2025
Degree Name
Doctor of Education (Ded)
Department
Educational Leadership
First Advisor
Vassa Grichko
Abstract
University supervisors (USs) play a key role in providing feedback for preservice teachers (PSTs). Although artificial intelligence (AI)’s use in providing feedback in educational settings had been explored, its use for feedback for PSTs’ field experience remained unknown. The first case study herein explores PSTs’ perceptions of AI-assisted feedback for field experiences. Findings highlighted PSTs’ perceptions of AI as a catalyst for new idea generation. While AI provided a starting point, the ending output still needed to reflect PSTs’ personalities. Similarly, PSTs valued the human element of feedback, noting how USs’ lived experiences provided an added value. In K–12 classrooms, PSTs used AI to help support students’ learning outcomes. Overall, AI is a valuable teaching aid to support feedback for PSTs and learning in K–12 classrooms; however, AI needs to complement human skills as opposed to replacing the human element of teaching and learning. Then, through action research, the second study explored US’s perceptions of implementing an AI-assisted feedback protocol to support PSTs in field experiences. Researchers developed and trained the USs to use an AI-assisted feedback protocol during PSTs’ field observations. The findings highlighted four themes. First, USs noted intentional connections between observed teaching actions and desired teaching competencies. Next, USs leveraged AI feedback to support instructional practices and goal setting. Third, the feedback and goals were foundational and coaching conversations between USs and PSTs. Finally, changes to the protocol, based on findings, supported future GenAI feedback applications and implementation in educational field experiences.
Subject Categories
Adult and Continuing Education | Artificial Intelligence and Robotics
Keywords
Artificial Intelligence Feedback Field Work Practicum Preservice Teachers University Supervisors
Number of Pages
85
Publisher
University of South Dakota
Recommended Citation
Schamber, Betsy, "PERCEPTIONS OF ARTIFICIAL INTELLIGENCE USE TO ENHANCE FEEDBACK FOR PRESERVICE TEACHERS DURING FIELD EXPERIENCES" (2025). Dissertations and Theses. 324.
https://red.library.usd.edu/diss-thesis/324